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Mathematics
8
Quarter 4 - Module 4

Department of Education ● Republic of the Philippines

Mathematics- Grade 8
Alternative Delivery Mode
Quarter 4 –Module 4:
First Edition, 2020

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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI

Development Team of the Module

Author/s: Ermie P. Amper

Reviewers: Ma. Cristina B. Galgo
Illustrator : Ermie P. Amper
Layout Artist: Jay Michael Calipusan

Management Team
Chairperson: Jesnar Dems S. Torres, PhD, CESO VI
Schools Division Superintendent

Co-Chairpersons: Conniebel C.Nistal, PhD.

OIC, Office of the Schools Division Superintendent

Pablito B. Altubar
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Himaya B. Sinatao, LRMS Manager
Jay Michael A. Calipusan, PDO II
Mercy M. Caharian, Librarian II

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 Mathematics
Quarter 4 - Module 4
Table of Contents

What This Learning Package is About .................................................................................. i

What I Need to Know ............................................................................................................. ii
How to Learn from this Learning Package ........................................................................... ii
Icons of this Learning Package ............................................................................................ iii

What I Know ......................................................................................................................... iii

Lesson 1:
Parallelism and Perpendicularity ...................................................................
What I Need to Know .................................................................................... 1
What’s New - Activity 1: Can you see me.................................................. 1
What Is It - It’s Parallel ........................................................................... 2
What’s More - Activity 2: Let’s Investigate .................................................. 3
What Is It -Let’s Discover ....................................................................... 3
What’s New -Activity 3: Finding My Value ................................................. 3
What Is It -It’s Your Turn …. .................................................................. 5
What’s More - Activity 4: Let’s Evaluate…………………………………….. 5
What’s New - Activity 5: Am I Perpendicular or Not?.............................. 6
What Is It - Perpendicularity……………………………………………… 7
What’s More - Activity 6: Think Twice………………………………………...8
What I Have Learned -Activity 7 Prove Me ............................................. 9
Activity 8 Line and Angles…………………………9
What I Can Do -Activity 9: Uncovering the Mystery of Parallel Lines
Cut by a Transversal…………………………….. 10

Summary
Assessment: (Post-Test)……………………………………………………………………… 11
Key to Answers ................................................................................................................. 12
References ......................................................................................................................... 15
This page is intentionally blank
What This Module is About
Wherever we go, we can see lines. In every object or things, lines are visible. It could
be in a writing pad, in clothes lines, pedestrian lanes, or even the designs of dress and
everyday outfit. There are different types of lines in geometry.
On this module, you will learn the two types of lines which are the perpendicular lines
and parallel lines cut by a transversal and its applications in solving real life problems.

What I Need to Know

At the end of this module, you should be able to:

1. prove properties of parallel lines cut by a transversal (M8GE-IVd-1 )

2. determine the conditions under which lines and segments are parallel or
perpendicular (M8GE-IVe-1)

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.
 What I Know

Multiple Choice:

Directions: Read and answer the questions below. Select the letter of the best
answer from among the given choices.

1. What do you call a line that intersects two parallel lines?

a. Straight line
b. Perpendicular line
c. Transversal
d. Skew line

2. Supplementary angles measures __________degrees?

a. 90°
b. 180°
c. 380°
d. 150°

3. These are lines that do not intersect or meet.

a. parallel lines
b. perpendicular lines
c. skew lines
d. none of these

4. Line that intersect and form four right angles is called________?

a. parallel lines
b. perpendicular lines
c. skew lines
d. none of these

5. Lines m and n are cut by transversal q. What value of x will make m || n, given that
∠1 and ∠4 are corresponding angles and m∠1 = 5x -11 and m∠4 = 3x + 5?
a. 6
b. 8
c. 10
 Lesson 3 Parallelism and Perpendicularity

What I Need to Know

Parallel and Perpendicular Lines

If two non-vertical lines are in the same plane has the same slope, they are said to be
parallel. Two parallel lines won’t ever intersect. If two non-vertical lines in the same plane
intersect at a right angle then they are said to be perpendicular. Transversal is a line that
intersects two or more lines. Angles are formed when parallel lines are cut by a transversal.

What’s New

Activity 1: Can you see me?

Directions: Answer the following questions base on the figure below.

a. Can you see straight lines in the picture?

b. Do these lines meet/ intersect?
c. Are these lines parallel? Why?
d. Are the segments on the faces of the prism below parallel? Why?

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 e. Can you describe what parallel lines are?
f. What can you say about the edges of the prism?
g. Are these lines perpendicular? Why?
h. Can you describe what perpendicular lines are?

What Is It: It’s Parallel

Parallelism:

1. Two lines are parallel if and only if they are coplanar and they do not intersect.
(m || n)

2. A line that intersects two or more lines at different points is called a transversal.

a. The angles formed by the transversal with the two other lines are called:
• exterior angles (∠1, ∠2, ∠7 and ∠8)
• interior angles (∠3, ∠4, ∠5 and ∠6).
b. The pairs of angles formed by the transversal with the other two lines are called:
• corresponding angles (∠1 and ∠5, ∠2 and ∠6, ∠3 and ∠7, ∠4 and ∠8)
• alternate-interior angles (∠3 and ∠6, ∠4 and ∠5)
• alternate-exterior angles (∠1 and ∠8, ∠2 and ∠7)
• interior angles on the same side of the transversal (∠3 and ∠5, ∠4 and ∠6)
• exterior angles on the same side of the transversal (∠1 and ∠7, ∠2 and ∠8)

3. If two lines are cut by a transversal, then the two lines are parallel if:
a. corresponding angles are congruent.
b. alternate-interior angles are congruent.
c. alternate-exterior angles are congruent.
d. interior angles on the same side of the transversal are supplementary.
e. exterior angles on the same side of the transversal are supplementary.

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 What’s More

Activity 2: “Let’s Investigate”

Directions: Using a protractor, measure the angles formed from figure 1 and figure 2. Answer
the questions that follow:

a. What is a transversal?
b. Can a transversal be perpendicular?
c. Which angles are exterior angles? How about interior angles?
d. What are corresponding angles?
e. Which angles are corresponding angles?
f. What are alternate interior and alternate exterior angles?
g. Which angles are alternate interior angles? How about alternate exterior angles?

Refer to figure 1.
a. Which angles are congruent?
b. Which angles are supplementary?

What is It: Let’s Discover

Parallel Postulate:
a. Given a point and a line not containing it, there is exactly one line through the given
point parallel to the given line
b. Given a point and a line not containing it, there is exactly one line through the given
point perpendicular to the given line.

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 t
a b If a e,
m then
CACP Postulate d c
Given two lines cut by a m n
transversal, if corresponding
angles are congruent, then
the two lines are parallel. e f
n
h g

t
a b If d f, then
AICP Theorem m
Given two lines cut by a d c m n
transversal, if alternate
interior angles are congruent,
then the lines are parallel. e f n
h g

t
a b If d and e, are
m supplementary, then
SSIAS Theorem
Given two lines cut by a d c
m n
transversal, if the same side
interior angles are supplementary,
then the lines are parallel. e f
n
h g

t
The Perpendicular to a l1 If l1 t and l2 t, then
Third Line Theorem l1 l2.
If two coplanar lines are
perpendicular to a third line,
then they are parallel to each
other. l2

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 What’s New

Activity 3: Finding My Value!

What will be the value of x that will make the equation equal?

1. 3x + 2 = 5x -8
2. 9x – 1 = 2x + 13

What is It: It’s Your Turn

Lines p and q are cut by transversal r. Find the value of x make p ǁ q.

a. 1 and 5 are alternate interior angles, m 1 = 5x – 11 and m 5 = 3x + 7.
b. 4 and 7 are same side interior angles, m 4 = 6x + 3 and m 7 = 4x + 7.

Solution:
a. For the lines to be parallel, the given angles must be congruent.
5x – 11 = 3x + 7 AICP Postulate
2x = 18 Solve for x
x=9
b. For the lines to be parallel, the given angles must be supplementary.
6x + 3 + 4x + 7 = 180 SSIS Theorem
10x + 10 = 180 Solve for x
10x = 170
x = 17

What’s More

Activity 4: Let’s Evaluate:

If m a = x + 70 and m c = 3x, find the indicated measures.

a. m a
b. m b
c. m c
d. m d
e. m e c d
f. m f a b f e
g. m g h g
h. m h

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 What’s New

Activity 5. Am I Perpendicular or Not?

Given any two distinct lines on a plane, the lines either intersect or are parallel. If two
lines intersect, then they form four angles. Consider the figures below to answer the questions
that follow.

Questions:

1. What is common in the four figures given above?

2. What makes figures 3 and 4 different from the first two figures?
3. What does this symbol ⊾indicate?
4. Which among the four figures show perpendicularity? Check by using your
protractor.
5. When are the lines said to be perpendicular to each other?
6. How useful is the knowledge on perpendicularity in real-life? Cite an example in
which perpendicularity is said to be important in real-life.

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 What Is It?

Perpendicularity

Two lines that intersect to form right angles are said to be perpendicular. This is not
limited to lines only. Segments and rays can also be perpendicular. A perpendicular bisector
of a segment is a line or a ray or another segment that is perpendicular to the segment and
intersects the segment at its midpoint. The distance between two parallel lines is the
perpendicular distance between one of the lines and any point on the other line.

The small rectangle drawn in the corner indicates “right angle”. Whereas, ⊥ is a symbol use
to indicate perpendicularity of lines as in XZ ⊥ PY.

To prove that two lines are perpendicular, you must show that one of the following theorems
is true:
1. If two lines are perpendicular to each other, then they form four right angles.

If m ⊥ n, then we can
conclude that ∠1, ∠2, ∠3
and ∠4 are right angles.

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 2. If the angles in a linear pair are congruent, then the lines containing their sides are
perpendicular.

3. If two angles are adjacent and complementary, the non-common sides are
perpendicular.

What’s More

Activity 6: Think Twice

Directions: Refer to the given figure and the given conditions in answering the succeeding
questions. Is it YES or NO?

1. Is ML ⊥ IS?
2. Is MS ⊥ SL?
3. Is SL ⊥ ML?
4. Are ∠MSI and ∠ISL complementary angles?
5. Are ∠MIS and ∠SIE complementary angles?
6. Is IE a perpendicular bisector of SL?
7. Do ∠MIS and ∠SIL form a linear pair?
8. Is the m∠MIS = 90?
9. Is SI shorter than SE?
10. Is SE shorter than MI?

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 What I Have Learned

Activity 7: Prove Me
Directions: Prove the figure below.
I. Given: a b
Prove:m n c m
a

b
n

II. Given: a and b are supplementary c m

Prove: m n a

b n

III. Given: Line t intersects l1 and l2 such

That 1 2. l1 l2
Prove: l1 l2

2
t 1
3

Activity 8: Lines and Angles

Directions: Study the figure and answer the following questions as accurate as you can. The
figure below shows a || b with t as transversal.

Name:
1. 2 pairs of corresponding angles
2. 2 pairs of alternate interior angles
3. 2 pairs of alternate exterior angles
4. 2 pairs of interior angles on the same
side of the transversal
5. 2 pairs of exterior angles on the same
side of the transversal

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 What I Can Do

Activity 9. Uncovering the Mystery of Parallel Lines Cut by a Transversal

Directions: Study the problem situation below and answer the succeeding questions:

A zip line is a rope or a cable that you can ride down on a pulley. The pair of zip lines
below goes from a 20- foot tall tower to a 15- foot tower 150 meters away in a slightly inclined
ground as shown in the sketch. (Note: Tension of the rope is excluded.)

1. What kind of angle pairs are ∠M and ∠A? ∠MHT and ∠ATH?
_____________________________________________________
_____________________________________________________
2. Using the given information stated in the figure, what are the measures of the four
angles?

Solutions Answers:

m∠M = _________
m∠A = _________
m∠MHT = _________
m∠ATH = _________

3. Are the two towers parallel? Why do you say so?

4. Is the zip line parallel to the ground? Why do you say so?

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Summary:

Now that you worked through this module, you are able to prove properties of parallel
lines cut by a transversal and determine the conditions under which lines and segments are
parallel or perpendicular
These concepts are not only used in solving paper and pen test but also in solving
real life problems and decision making.

Assessment : (Post-Test)

Directions: Read and analyse the questions below. Write only the letter of the choice that
you think best answers the questions.

1. What is the transversal of the figure below?

a. line l1
b. line l2
c. line t
d. none of the these

2. Name the corresponding angles.

3. Dianne was tasked to sketch a plan of a parking lot of a mall. Which of the
following she should include in the plan in order to maximize the use of the area?
a. landscaping designs
b. use of parallel lines
c. entrance art design
d. use of different shapes

4. In figure , if m∠𝑎 = 𝑥 + 50 𝑎𝑛𝑑 𝑚∠𝑐 = 3𝑥, what is the measure of ∠𝑎?

a. 57° b. 75° c.105° d.95°

5. In the figure of number 4, find the measure of ∠𝑐?

a. 57° b. 75° c.105° d.95°

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 Answers

Pre-Test Post Test

1. c 1. c
2. b 2. c
3. a 3. b
4. b 4. b
5. b 5. b

Activity1
Possible answers:
a. Yes
b. Some lines met while some don’t intersect
c. Yes. They do not meet or intersect
d. Some are parallel , some aren’t
e. Parallel lines are line that do not intersect
f. Answers may vary
g. Yes. It forms right angle
h. Perpendicular lines are line that intersect and formed right angles.
Activity 2:
Possible Answers:
a. Transversal is line that intersect two parallel lines
b. Yes
c. Exterior Angles 1,2,7,8; interior angles 3,4,5,6,
d. Corresponding Angles are angles on the same of the transversal one is interior and
the other is exterior
e. Angles 1 & 5, 3 & 7, 2& 6, 4 & 8
f. Alternate Interior angles are 3 & 6; 4 & 5; Alternate Exterior angles are 1 &8, 2 & 7
1. Congruent angles are the corresponding angles, alternate exterior and
alternate interior angles
2. Supplementary angles are the interior and exterior angles

Activity 3:
1. X =5
2. X=2
Activity 4:
Answer:
a. 105 e. 105
b. 75 f. 75
c. 105 g. 105
d. 75 h. 75

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Activity 5:
Possible answers:
1. They are both intersecting lines.
2. It has a 90-degree angles.
3. Right angle
4. Figure 3 and 4
5. Whey they intersect and formed right angles
6. Answers may vary

Activity 6:
1. Yes 6. Yes
2. Yes 7. Yes
3. No 8. Yes
4. Yes 9. No
5. No 10. Yes

Activity 7:

Activity 8:

1. Angles 1 & 7 and 4 & 5

2. Angles 4 & 6 and 2 & 7
3. Angles 1 & 8 and 3 & 5
4. Angle 4 and angle 7
5. Angle 3 and angle 8

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Activity 9:

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References

Learners Material Mathematics 8

Teachers Guide Mathematics 8

https://www.homeschoolmath.net/teaching/g/parallel_and_perpendicular.php

https://tutors.com/math-tutors/geometry-help/proving-lines-are-parallel

https://www.youtube.com/watch?v=3dJ-_t9qvBs

https://www.youtube.com/watch?v=wfb4rHYrHHQ

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Department of Education – Bureau of Learning Resources (DepEd-BLR)

Department of Education – Division of Gingoog City

Office Address: Brgy. 23,National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: [email protected]

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